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This article reports on a recent study which examined skilled workers’ perceptions about the characteristics of their work, and how they acquired and developed skills. Modes of acquiring vocational skills are varied. Some learners initially acquire their skills in formal learning settings, such as TAFE colleges, others acquire their skills in the workplace, whilst still others enjoy the integration of formal and workplace learning experiences.

In this article a view of learning that values the construction of knowledge through socio-cultural mediation is used to evaluate three common modes of skill acquisition. The significance of the authenticity of learning experiences and engaging learners in a culture of practice is emphasised within this study.

It is suggested that formal pre-employment modes of learning provide substitute experiences which may develop conceptual, procedural and dispositional knowledge that are not readily transferable to vocational practice. It is argued that access to authentic learning experiences be included within formal learning provisions. The on-the-job mode of situated learning which engages the learner in a culture of practice, is highly valued. However, not all work settings or situations are able to provide access to the conditions which maximise this approach to learning. Show less

This paper reports the findings of a recent study which examined the characteristics of skilled work and perceptions of how skilled workers had acquired those skills. The significant role of the authenticity of learning experiences and engaging in a culture of practice is emphasised within this paper. Using data from the study, it argues for authentic learning experiences to be included within formal learning provisions. It is suggested that formal pre-employment modes of learning provide experiences that are substitute, in a socio-cultural context, and may not be best placed to develop conceptual, procedural and dispositional knowledge that is useful in the vocational context. The data also suggest that situated learning, which engages the learner in a culture of practice, is highly valued. However, many work situations may not be able to provide optimum access to the conditions to maximise the socio-cultural aspects of this form of learning. Show less

This publication contains the transcripts of interviews conducted as part of the project, which was funded by the Training Initiatives Branch of the Office of Vocational Education Training and Employment Commission (VETEC), Queensland. The project was an evaluation of three modes of vocational skill development currently being used in Queensland. These modes are: the Formal pre-employment; Integrated; and On-the-job modes. The project provided some broad guidelines for use in the design, implementation and evaluation of these modes of skill acquisition. See also the project report at TD/TNC 46.21. Show less

This guide, a product of research into workplace learning conducted by the author within the coal mining industry and across a range of workplaces in other industries, was intended to be used in the development, implementation and evaluation of work-based learning processes. It addresses three broad questions: (1) What are the attributes that learners need to acquire to become skilled vocational practitioners? (2) How can the workplace be used as a learning setting to develop these attributes? (3) What are some guidelines and principles for learning in the workplace? The contents are: Introduction; Qualities of vocational expertise; Workplace as a learning setting (Learning on-the-job; Apprenticeship as guided learning; Guided apprenticeship; Operational principles); Organising experiences for the learner; Mentoring role of expert; Guided apprenticeship-type learning in less-than-idea circumstances (isolated learners; processes that are not visible; lack of available expertise); Checklist for workplace learning; References. Show less

This project was funded by the Training Initiatives Branch of the Office of Vocational Education Training and Employment Commission (VETEC), Queensland. The report describes and summarises an evaluation of three modes of vocational skill development currently being used in Queensland. These modes are: the Formal pre-employment; Integrated; and On-the-job modes. The project provided some broad guidelines for use in the design, implementation and evaluation of these modes of skill acquisition. See also the accompanying interview transcripts (TD/TNC 46.22). Show less